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Theoretical and methodological pitfalls in making comparisons between developmental and acquired dyslexia: Some comments on A. Castles & M. Coltheart (1993)
16 references·0 citing·36 second hop
Theoretical and methodological pitfalls in making comparisons between developmental and acquired dyslexia: Some comments on A. Castles & M. Coltheart (1993) (1996)Theoretical and methodological pitfalls i…Beneath the Surface of Developmental Dyslexia (2017)Beneath the Surface of Develo…Converging evidence for phonological and surface subtypes of reading disability. (1997)Converging evidence for phono…Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Understanding normal and impa…Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Understanding normal and impa…On the bases of two subtypes of development dyslexia (1996)On the bases of two subtypes …Varieties of developmental dyslexia (1993)Varieties of developmental dy…Characteristics of developmental dyslexia in a regular writing system (1993)Characteristics of developmen…Phonological skills and learning to read (1991)Phonological skills and learn…A distributed, developmental model of word recognition and naming. (1989)A distributed, developmental …Does reading develop in a sequence of stages? (1988)Does reading develop in a seq…Phonological Dyslexia and Dysgraphia in a Highly Literate Subject: A Developmental Case with Associated Deficits of Phonemic Processing and Awareness (1985)Phonological Dyslexia and Dys…Children's Reading Problems (1985)Children's Reading ProblemsAre there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route theory of reading (1985)Are there independent lexical…Surface Dyslexia (1983)Surface DyslexiaA case study of developmental phonological dyslexia (1983)A case study of developmental…Lexical access in simple reading tasks (1978)Lexical access in simple read…Explicit syllable and phoneme segmentation in the young child (1974)Categorizing sounds and learning to read—a causal connection (1983)Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. (2004)Phonological skills and their role in learning to read: A meta-analytic review. (2012)An interactive activation model of context effects in letter perception: I. An account of basic findings. (1981)Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. 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(1991)From language to reading and dyslexia1 (2001)Developmental dyslexia (2004)The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attentional disorder (2004)Wechsler Intelligence Scale for Children (2018)Reading Research Advances in Theory and Practice (1985)Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish (1998)PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS (1998)Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill. (2000)Morphology : A study of the relation between meaning and form. By Joan L. Bybee (Typological studies in language, 9.) Amsterdam & Philadelphia: Benjamins, 1985. Pp. xii, 234. Cloth $33.00, paper $20.00. (1987)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia (1993)Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children (1997)Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. (1999)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes. (2004)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)Phonology, reading acquisition, and dyslexia: Insights from connectionist models. (1999)How Psychological Science Informs the Teaching of Reading (2001)Contrast sensitivity and coherent motion detection measured at photopic luminance levels in dyslexics and controls (1995)Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School (2008)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (2009)Fluency: A review of developmental and remedial practices. (2003)Learning to Read Words: Theory, Findings, and Issues (2005)From single to multiple deficit models of developmental disorders (2006)
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References

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  • 1983A case study of developmental phonological dyslexia

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278 cited
  • 1996Understanding normal and impaired word reading: Computational principles in quasi-regular domains.264 cited
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